Islamiyat Paper 2/2.

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Paper 2 Contents.

 1. Major teachings in the Hadith of Prophet

Two groups of passages are set for close study. These relate to:

• individual conduct
• life in the community.
Candidates should study the teachings contained in each passage about what Muslims should believe and
how they should act.
Candidates should study the passages with reference to the original Arabic text as well as the English
translation. In the examination, passages will be set in both Arabic and English.

2. The history and importance of the Hadiths

Candidates should study:
• the history of the compilation of the Hadiths
• the earliest collections
• the main musnad and musannaf collections
• the main compilers and their activities
• The methods based on examination of the chain of transmitters (isnad) and the text (matn) of a Hadith to
test the reliability of the Hadith
• The main features of the six collections of Sunni Hadiths and the four collections of Shi‘a Hadiths
• The major themes of the Hadiths as these are contained both in the passages set for special study and
in other similar passages
• their use in legal thinking, and their relationship with the Qur’an, consensus (ijma‘) and analogy (qiyas)
• their significance in thought and action in Islam.

3. The period of rule of the Rightly Guided Caliphs and their importance as
leaders

Candidates should study:
• the main events of the rules of the four Caliphs
• their policies in maintaining and expanding the state
• their approaches to leading the community
• their main achievements
• the main difficulties they encountered
• their significance as examples of leadership
• the importance of their rules as models for government today
• their importance as examples for Muslim communities in their relations with other states.
(Note that the lives and activities of the Caliphs during the Prophet’s lifetime are included in the Syllabus
in Paper 1.)
Candidates should know the main events of the rules of the four Caliphs, and should explore the
significance of these events for the early and later history of Islam. They should also understand the
importance of their rules as examples for later times.
In the examination, there will be either one or two questions on this topic.

4. The Articles of Faith and the Pillars of Islam

Candidates should study:
• the Six Articles of Faith:
• God, including what Muslims believe about him
• angels, their nature and duties
• books, their contents and purpose
• prophets, their character and function
• God’s predestination and decree, its meaning and significance
• Resurrection and the last day, the main events and its significance.
• Jihad in its range of meanings, physical, mental and spiritual.
• the Five Pillars of Islam:
• the declaration of faith, shahada, including the significance of what it contains
• prayer, salat, including preparations, its performance and importance, congregational prayers on
Fridays and festivals, times of prayer, the place of prayer, private prayer, delayed prayer
• alms-giving, zakat, how it is performed and its significance in the community
• fasting, sawm, including the way it is observed, its significance and those exempted
• pilgrimage, hajj, including the main observances involved and their significance.
Candidates should know about each of these beliefs and observances, and should also understand their
significance in the faith and action of individual Muslims and of Muslim communities.
In the examination, there will be either one or two questions on this topic.


http://www.cie.org.uk/images/128541-2015-syllabus.pdf

 

 

 

 

 

 

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Islamiat Syllabus:Paper 1/2.

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Paper 1 contents.

1. Major themes of the Qur’an.

Three groups of passages are set for close study. These relate to the themes of:
God in himself
God’s relationship with the created world
God’s Messengers.
Candidates should explore:
• the major theme or themes of the Qur’an that appear in each passage, and
• the way each passage presents its theme(s) in its own particular way.

2. The history and importance of the Qur’an.

Candidates should study:
• the revelation of the Qur’an to the Prophet between the years 610 and 632
• the account of the compilation of the Qur’an under the Rightly Guided Caliphs
• the major themes of the Qur’an as contained both in the passages set for special study and in other similar passages
• the use of the Qur’an in legal thinking, and its relationship with the Hadiths, consensus (ijma‘ ) and analogy (qiyas)
• its significance as the basis of all thought and action in Islam.

3. The life and importance of the Prophet Muhammad

 Candidates should study:
• the main events of the Prophet’s life from his birth to his call to prophethood
• the main events of his activities in Makka and his experiences with his opponents
• the main events of his activities in Madina, his leadership of the community there and his conflicts with the Makkans and others
• his actions and character
• the importance of his actions as examples for Muslim individuals in their personal conduct and relations with others including women and non-Muslims
• the importance of his actions as examples for Muslim communities in their relations with other states
• his significance as Seal of the Prophets and last Messenger of God.
Candidates should be able to give accounts of the main events of the Prophet’s life, and his significance in Muslim beliefs. They should also be able to explain the importance of his actions and experiences in the history and beliefs of Islam, particularly in the way they provide examples for present day Muslim individuals and communities.In the examination, there will be either one or two questions on this topic.

4. The first Islamic community.

Candidates should study:
• the Prophet’s wives
• his descendants, including his children, grandchildren and the direct line recognised among Shi‘a Muslims as Imams
• his leading Companions, including the Ten Blessed Companions, his Scribes, the major characters who surrounded him in his ministry, the Emigrants and Helpers, and the four Rightly Guided Caliphs during his lifetime. (Note that the period of the Rightly Guided Caliphs’ rules after the time of the Prophet is included in the Syllabus under Paper 2.)
Candidates should know the names of the main characters who lived with and near the Prophet, and the significant facts of their lives. They should also be able to explain the importance of their actions and experiences in the history and beliefs of Islam.
In the examination, there will be either one or two questions on this topic.

http://www.cie.org.uk/Images/128541-2015-syllabus.pdf

A new struggle.

It all goes in vain;Those laurels and souvenir.

And my time emerged..
I got posted into levels.It was not that ‘cinch work’ for me to tickle pink them,my Parents.By reason of my siblings,who were all unluckily elder than me and had joined O and A levels according to their voluntary decisions;My parents then thought it was their committal to bind me under their will as I was the last of their kids.I cried,yes I did!I tinged my eyes to sanguine.I would not agree to my moms order.She wanted me to join matric.I would only say,childishly,”mein koi paindo houn?”
She would only rake me over the coals and tell me that if I join matric,I will smoothly get great marks.Everyone around me,even those traitor sisters of mine would say,”OLevels sucks!”
I mean,they had been doing levels and when I wanted enrollment there,they all left me with frustration!Clock was running PDQ.All my friends had submitted their forms and I was left to frown at their backs.
My dad could see it all,perhaps he was moved by pity,thus;one day he declared that he wants me to opt for levels.
Triumphant I felt!
It was like,I had everything now.
I saw my past and all those certificates and laurels I had received started to look v.small.They started to mean nothing.A new struggle had started.
And suddenly I felt nostalgic, I wanted not to do levels but matric then,but now it was too late to hurt my pride in front of my parents.

irascibility! Matric or Olevels?

OK so this is the despondency every teen goes through! Every traditional ma’s onset to get us into matric seems to take our nights away! On the other hand, we see airbrushed figures educating themselves to perfection in Olevels. You would customarily see yourself gasping under that torture, levels or matric? The decision does not have to be according to your wants, teens! It has to be in accordance to your type. Like, obviously some of you are too much of a nerdy and cram things up. For such kids, getting theories and laws and concepts behind the nature and solutions and words are far too difficult! They will just drink in the words and write them down in their mocks. No guys, Cambridge thing is not your gig.Your mind supports matriculation system. IN ordinary levels,there IS a bit of cramming, but yes,that’s it; a bit! If you want poise and nerves, enlist yourself as an olevels student. BELIEVE me,  Olevels gives you alot of self-confidence and it profuse your mind with ideas worth praising. Where matric system runs quickly,like exams within just a few months of studying, levels gives you much more! EVENTS, PLATFORMS, EXCURSIONS TO ABROAD,VARIOUS OPPORTUNITIES..levels does not bug you,it runs smoothly without much stress in first 2 years. You learn up for 2 whole years and appear in only 3 exams (il surely guide you with levels a bit more later). You enjoy your vacations and treat yourself. Matric is a total running track, you are running all the time cramming and being a nerdy pest. So the conclusion here; if you are a purely conceptually learning kid, opt for levels. Dont worry what you wanna be,whether a doctor or a linguistic master.Olevels offers you education for both and it’s a wrong concept that you have to join only matric and then FSC if you choose medical line.If you are determined enough to get through any system to become what you have always wanted to,you will rich your goals no matter whether it’s matric or levels.Work hard in levels and you reach medical. Yes, join matric system if you care that your age doesnot support levels, like..olevels is a 3 years long run.Matric system is absolute and it can’t disappear from pakistan,whereas change in british policies regarding olevels is not so sure.so Olevels for fun and studies. matric for studies and studies!